Cette étude porte sur l’histoire de l’éducation physique des jeunes filles canadiennes-françaises à Montréal de 1860 à 1920, c’est-à-dire des premières manifestations d’une éducation corporelle dans le réseau éducatif privé jusqu’à la période dite de « l’âge d’or » des sports féminins au Canada. Dans une première partie, le mémoire analyse les discours des hommes de science canadiens-français de manière à saisir leur réflexion théorique sur le corps féminin en mouvement et les prescriptions qu’ils ont formulées à ce sujet. Dans une seconde partie, il présente l’évolution des pratiques gymnastiques et sportives dans les grands pensionnats catholiques de Montréal tenus par les Sœurs de la Congrégation de Notre-Dame et les Sœurs des Saints Noms de Jésus et de Marie. Il apparaît que les promoteurs de l’éducation physique féminine font face à certains défis : comment encourager l’exercice pour les jeunes filles sans trop les exposer dans l’espace public ? Comment concilier l’entraînement physique et l’idéal esthétique de la féminité ? Enfin, comment promouvoir davantage de mouvements pour le corps féminin juvénile sans risquer de nuire à sa capacité reproductive ? Médecins et pédagogues, face à ce dilemme, définirent les contours d’une éducation physique et sportive féminine acceptable. Cependant, bien que les normes diffusées par la littérature prescriptive essentiellement masculine aient été contraignantes, des pratiques innovantes, répondant à des objectifs précis, apparaissent dès les années 1860 dans les grands pensionnats montréalais et se diversifient au début du XXe siècle sous l’impulsion des actrices historiques — religieuses enseignantes, professeures de gymnastique et couventines. / This study examines the history of the physical education of Montreal’s young French Canadian girls from 1860 to 1920; from the first manifestations of corporal education in the private education network to the so-called « golden age » of women’s sports in Canada. Firstly, the discourses of French Canadian scientists are analyzed in such a way as to capture their theoretical reflections on the female body in movement and the prescriptions they formulated. Subsequently, this study presents the evolution of sport and gymnastic practices in the Catholic female boarding schools of Montreal held by the Sisters of the Congregation of Notre-Dame and the Sisters of the Holy Names of Jesus and Mary. Proponents of women’s physical education faced certain challenges: how to promote exercise for young women without exposing them to the public space? How to reconcile physical training with the aesthetic ideal of femininity? Finally, how to promote more movement for the juvenile female body without risking its reproductive capacity? Doctors and educators, faced with this dilemma, defined the contours of an acceptable female physical and sports education. However, although the norms disseminated by the predominantly male prescriptive literature were restrictive, innovative practices that met specific objectives started to appear in Montreal’s boarding schools in the 1860s. These practices diversified in the first decades of the twentieth century under the impetus of historical actresses – teaching sisters, gymnastic professors and students.

All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation. This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.

Text in Afrikaans / Educational Studies / M.Ed. (Spesialisering in Voorligting)

This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity. This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position. Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.

Text in Afrikaans / Educational Studies / M.Ed. (Spesialisering in Voorligting)